Banca de DEFESA: MONICA RODRIGUES MIRANDA

UBUNTU: BLACKNESS IN FOCUS AT THE EDUCATIONAL CENTER OF ALCOBAÇA

Ethnic-racial relations. Identity and educational issues. Racial diversity. Law n. 10.639/2003.
Blackness.

The present dissertation entitled Ubuntu: blackness in focus in the CEA of Alcobaça is the result of a research
carried out in a municipal school of basic education, located in the municipality of Alcobaça, in the extreme south
of Bahia. We had the participation of approximately 200 students, over a period of 2 years, more precisely, 2018 and 2019, through research instruments, focus groups and existential action research. In this study, we seek to answer how the enforcement procedure of Law nº. 10.639/2003 in basic education, in a public school in the municipality of Alcobaça, based on the interrelationships between the students themselves, with a view to demonstrating the social reality with regard to ethnic-racial relations, racism and identity strengthening from the research perspective - existential action? The general objective was based on discussing the teaching of curricular contents of Afro-Brazilian and African History and Culture at the Educational Center of Alcobaça. As a research methodology, we opted for existential action research, a qualitative approach that establishes the participation of subjects throughout the process, without hierarchical power. Due to the methodology being based on dialogue (focal group), the actions were based on the assumptions of the works Negritude, Rediscussing miscegenation inBrazil and Overcoming Racism at school, both by Kabengele Munanga. Considering the age range of the selected groups, it was necessary to use images of white and black people, in multiple situations and developing different practical activities in the classroom and on the schoolyard. In the analysis process, dialogues were established between the categories linked to the debate on ethnic-racial relations (made possible by affirmative action policies) in line with the concepts substantiated by the National Curriculum Guidelines for the Education of Ethnic-racial Relations and for the Teaching Afro-Brazilian and African History and Culture (DCNERERs). In this trajectory, there were obstacles to comply with the Affirmative Law 10.639/2003 and it was observed the lack of knowledge about the DCNERERs, the lack of empathy to do the work in partnership, in favor of the students. However, positive changes occurred during the process; and to exemplify, some teachers decided to be part of the Project carried out with the students, in the Cultural Exhibitions I and II that we were presenting at CEA, as a culmination of the project in the years 2018 and 2019. In this way, the implementation of Law n. 10.639/2003 is necessary in all educational institutions, as it began due to the concept of the existing veto to the themes of the black population in the curricular contents and in a veiled way, the veto to the black population in general, therefore, the study recommends that education for diversity cannot be regarded as a challenge only for schools, however, it urgently needs to be an indispensable commitment to public policies and other institutions.